In the context of the digital era, the rapid development of artificial intelligence (AI) has profoundly transformed learning, teaching, and educational management (Ministry of Education and Training, 2021; Government of Vietnam, 2020). These transformations place urgent demands on pre-service teachers—the future teaching workforce—to develop adaptive competencies not only in technological knowledge and skills but also in emotional intelligence (Ministry of Education and Training, 2018). Research by Mayer and Salovey (1990, 1997) affirms that emotional intelligence is the ability to recognize, understand, and regulate emotions, playing a crucial role in academic and professional performance. Goleman (1995, 1998) further emphasizes that emotional intelligence contributes more to workplace success than IQ. Using a qualitative research approach, this paper analyzes the theoretical foundations, structure, and roles of emotional intelligence, while identifying its significant impact on teacher education in Vietnam during the digital era. The findings indicate that emotional intelligence is essential for managing emotions, developing pedagogical communication skills, adapting to digital learning environments, enhancing teaching quality, and fostering future professional qualities among pre-service teachers (Bar-On, 2006; Gross, 2015). Based on these findings, the paper proposes several solutions aimed at developing a future teaching workforce with strong professional competence, pedagogical skills, and emotional intelligence to meet the demands of Vietnam’s educational reform in the digital age.